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Course 2023-2024 a.y.

20159 - SEMINARI PER LO SVILUPPO DI ABILITA' COMPORTAMENTALI / BEHAVIOURAL SKILLS SEMINARS

Department of Management and Technology



For the instruction language of the course see class group/s below

Go to class group/s: 1 - 2 - 4 - 5 - 8 - 9 - 10 - 11 - 12 - 13 - 15 - 16 - 17 - 18 - 19 - 20 - 21 - 23 - 24 - 25 - 27 - 28

M (2 credits - I sem. - OB  |  SECS-P/10) - MM (2 credits - I sem. - OB  |  SECS-P/10) - AFC (2 credits - I sem. - OB  |  SECS-P/10) - CLELI (2 credits - I sem. - OB  |  SECS-P/10) - FIN (2 credits - I sem. - OB  |  SECS-P/10)
Course Director:
MASSIMO MAGNI

Classi: 1 (I sem.) - 2 (I sem.) - 8 (I sem.) - 9 (I sem.) - 11 (I sem.) - 12 (I sem.) - 15 (I sem.) - 18 (I sem.)
Docenti responsabili delle classi:
Classe 1: SIMONA MARIA CUOMO, Classe 2: EMILIA PAOLINO, Classe 8: GIORDANA TAGGIASCO, Classe 9: SILVIA BAGDADLI, Classe 11: SILVIA BAGDADLI, Classe 12: PAOLA CAIOZZO, Classe 15: GIORDANA TAGGIASCO, Classe 18: MARTINA RAFFAGLIO

Classe/i impartita/e in lingua italiana

Synchronous Blended: Lessons in synchronous mode in the classroom (for a maximum of one hour per credit in remote mode)

Mission e Programma sintetico
MISSION

L'evoluzione del contesto globale richiede sempre più un orientamento allo sviluppo di competenze in grado di integrare la conoscenza tra attori organizzativi per la creazione di soluzioni innovative. La capacità di leggere il contesto e di integrare fonti differenti di conoscenza richiede inoltre una spiccata capacità di comunicare in modo efficace. Questi seminari hanno l’obiettivo di favorire lo sviluppo di competenze legate all’efficace condivisione e comunicazione di conoscenza tra i membri di un team e tra individui e altri attori organizzativi.

PROGRAMMA SINTETICO

I seminari si focalizzano sui seguenti argomenti:

  • Le competenze del futuro.
  • Integrare la conoscenza collaborando.
  • Influenza e conflitto

Risultati di Apprendimento Attesi (RAA)
CONOSCENZA E COMPRENSIONE
Al termine dell'insegnamento, lo studente sarà in grado di...
  • Comprendere le differenze individuali nell'approcciare attività team-based.
  • Comprendere il proprio stile di lavoro all'interno di un team (punti di forza/debolezza del proprio profilo).
  • Identificare gli elementi che contraddistinguono una comunicazione efficace da una non efficace.
CAPACITA' DI APPLICARE CONOSCENZA E COMPRENSIONE
Al termine dell'insegnamento, lo studente sarà in grado di...
  • Adattare il proprio stile di lavoro in gruppo al contesto di riferimento.
  • Sintetizzare contenuti fondamentali per costruire una presentazione efficace.
  • Comunicare in modo efficace in relazione all’audience di riferimento.

Modalità didattiche
  • Lavori/Assignment di gruppo
DETTAGLI
  • Self-assessment: gli studenti sono coinvolti nella compilazione di un questionario di self-assessment volto a comprendere il proprio stile di conduzione e di lavoro in gruppo.
  • Simulazioni: gli studenti sono coinvolti in attività che prevedono l'interazione e il confronto in piccoli gruppi

Metodi di valutazione dell'apprendimento
  Accertamento in itinere Prove parziali Prova generale
  • Partecipazione in aula (virtuale, fisica)
  • x    
    STUDENTI FREQUENTANTI

    Data l'interattività del seminario e i momenti di feedback previsti in itinere, gli studenti frequentanti vengono valutati sulla base dell'attiva partecipazione in aula a tutti i momenti seminariali (es. strutturazione del messaggio, creazione della presentazione, definizione dello speech, peer-feedback tra colleghi, etc.). Lo status di frequentante richiede almeno il 75% delle presenze.

    • La valutazione finale prevede un esito "pass or fail".
    STUDENTI NON FREQUENTANTI

    Gli studenti non frequentanti sono valutati con un esame scritto (multiple choice) che si svolge negli appelli definiti e volto a verificare la comprensione dei principali aspetti che caratterizzano un team performante e una presentazione efficace. L'esame verte sul libro indicato nella sezione "materiali didattici". 

    • La valutazione finale prevede un esito "pass or fail".

    Materiali didattici
    STUDENTI FREQUENTANTI
    • Materiali didattici distribuiti in aula (simulazioni e self assessment)
    • Slide a cura del docente.
    STUDENTI NON FREQUENTANTI

    L'esame per NON frequentanti si basa sul seguente libro di testo:

     

    Magni, M., & Pennarola, F. (2015). Responsible Leadership: Creare benessere, sviluppo e performance a lungo termine. EGEA. Capitoli: 4-5-7-8-9-12

    Modificato il 29/05/2023 11:56

    M (2 credits - I sem. - OB  |  SECS-P/10) - MM (2 credits - I sem. - OB  |  SECS-P/10) - AFC (2 credits - I sem. - OB  |  SECS-P/10) - ACME (2 credits - I sem. - OB  |  SECS-P/10) - DES-ESS (2 credits - I sem. - OB  |  SECS-P/10) - EMIT (2 credits - I sem. - OB  |  SECS-P/10) - FIN (2 credits - I sem. - OB  |  SECS-P/10)
    Course Director:
    MASSIMO MAGNI

    Classes: 4 (I sem.) - 5 (I sem.) - 10 (I sem.) - 13 (I sem.) - 16 (I sem.) - 17 (I sem.) - 19 (I sem.) - 20 (I sem.) - 21 (I sem.) - 27 (I sem.) - 28 (I sem.)
    Instructors:
    Class 4: TATIANA BALUSHKINA, Class 5: DIEGO JANNACE, Class 10: MARIA GABRIELLA BAGNATO, Class 13: BEATRICE MANZONI, Class 16: MARCO SAMPIETRO, Class 17: FRANCESCA PRANDSTRALLER, Class 19: TRACY ANDERSON, Class 20: DIEGO JANNACE, Class 21: TATIANA BALUSHKINA, Class 27: GARRETT LEVY BRADY, Class 28: DEVIKA RAJ

    Class group/s taught in English

    Synchronous Blended: Lessons in synchronous mode in the classroom (for a maximum of one hour per credit in remote mode)

    Mission & Content Summary
    MISSION

    The evolution of the global context requires the development of managerial skills that are aimed at integrating knowledge between team members and organizational actors in order to develop innovative solutions. The ability to read the context and to integrate different sources of information represent pivotal elements to achieve and present innovative solutions.

    CONTENT SUMMARY

    The seminars focuses on the following topics:

    • The skills of the future.
    • Integrate knowledge through collaboration.
    • Influence and conflict.

    Intended Learning Outcomes (ILO)
    KNOWLEDGE AND UNDERSTANDING
    At the end of the course student will be able to...
    • Understand individual differences in team-based settings.
    • Understand personal teamwork/leadership style (strengths and weaknesses).
    • Effectively share information and deal with different opinions.
    APPLYING KNOWLEDGE AND UNDERSTANDING
    At the end of the course student will be able to...
    • Adapt the personal teamwork/leadership style to different contexts.
    • Synthesize and select contents for developing a compelling presentation.
    • Communicate effectively on the basis of the audience’s characteristics.

    Teaching methods
    • Face-to-face lectures
    • Interactive class activities on campus/online (role playing, business game, simulation, online forum, instant polls)
    DETAILS
    • Self-assessment: students are involved in self-assessments questionnaires aimed at understanding their teamwork style.
    • Simulations: students are involved in team-based activities that require interaction and sharing of different ideas and perspectives.

    Assessment methods
      Continuous assessment Partial exams General exam
  • Active class participation (virtual, attendance)
  • x    
    ATTENDING STUDENTS

    Because of the active interaction and the continuous feedback (from peers and instructors), attending students are evaluated on the basis of their active and continuous contribution throughout the entire duration of the seminars (es. preparation of the presentation message, presentation design, peer feedback with other students,...). To be considered attending, the student has to attend at least 75% of the course.

    • Final evaluation: pass/fail.
    NOT ATTENDING STUDENTS

    Non attending students are evaluated through a written exam (multiple choice) entirely based on the readings indicated in the "teaching material" section". The exam is aimed at evaluating students’ ability to recognize the main elements that characterize effective teamwork and influential presentations.

    • Final evaluation: pass/fail.

    Teaching materials
    ATTENDING STUDENTS

    Materials distributed in class (simulations) and instructor’s slides.

    NOT ATTENDING STUDENTS

    The not-attending exam will be entirely based on the following readings:

    • Gratton, L., & Erickson, T. J. (2007). Eight ways to build collaborative teams. Harvard Business Review, 85(11), 100.
    • Hughes, J., & Weiss, J. (2007). Want collaboration? Accept–and actively manage–conflict. Harvard Business Review.
    • Ibarra, H., & Hansen, M. T. (2011). Are you a collaborative leader. Harvard Business Review, 89(7/8), 68-74.
    • Abele, J. (2011). Bringing minds together. Harvard Business Review, 89(7-8), 86-93.
    • McDermott, R., & Archibald, D. (2010). Harnessing your staff’s informal networks. Harvard Business Review, 88(3), 82-89.
    • Hansen, M. T. (2009). When internal collaboration is bad for your company. Harvard Business Review, 87(4), 82-88.
    • Pisano, G. P., & Verganti, R. (2008). Which kind of collaboration is right for you. Harvard Business Review, 86(12), 78-86.
    Last change 29/05/2023 11:57

    DSBA (2 credits - II sem. - OB  |  SECS-P/10) - PPA (2 credits - II sem. - OB  |  SECS-P/10) - CYBER (2 credits - II sem. - OB  |  SECS-P/10)
    Course Director:
    MASSIMO MAGNI

    Classes: 23 (II sem.) - 24 (II sem.) - 25 (II sem.)
    Instructors:
    Class 23: DIEGO JANNACE, Class 24: REMUS ILIES, Class 25: ALBERTO MONTI

    Class group/s taught in English

    Synchronous Blended: Lessons in synchronous mode in the classroom (for a maximum of one hour per credit in remote mode)

    Mission & Content Summary
    MISSION

    The evolution of the global context requires the development of managerial skills that are aimed at integrating knowledge between individuals. In particular, recent research outline the importance of dealing with different perspectives, manage conflict, and influence others. These seminars have the aim to develop awareness of such skills in order to allow individuals to integrate knowledge and develop innovative solutions.

    CONTENT SUMMARY

    The seminars focus on the following topics: Innovation through knowledge sharing and collaboration. Dealing with conflict: do not avoid it, manage it! Diversity in teams and within organizations. Team leadership and problem solving.


    Intended Learning Outcomes (ILO)
    KNOWLEDGE AND UNDERSTANDING
    At the end of the course student will be able to...
    • Understand the main drivers of effective collaboration.
    • Understand the sources of conflict and its consequences.
    • Understand the value of diversity and its role in innovation processes.
    APPLYING KNOWLEDGE AND UNDERSTANDING
    At the end of the course student will be able to...
    • Deal with different conflicting situations on the basis of the team goal.
    • Leverage on diversity as a source of value for the team.
    • Organize team activities in order to prevent pitfalls and maximize members contribution.

    Teaching methods
    • Face-to-face lectures
    • Interactive class activities on campus/online (role playing, business game, simulation, online forum, instant polls)
    DETAILS

    Students will be involved in simulations, exercises and role play in order to live an hands-on experience on the topics of the seminar.


    Assessment methods
      Continuous assessment Partial exams General exam
  • Active class participation (virtual, attendance)
  • x    
    ATTENDING STUDENTS

    Attending students will obtain their credits through active participation to the seminar activities (there is not a final exam for attending students). The seminar consists of 4 half-day sessions.  In order to have an “attending” status and receive the credits, students have to participate to the activities for 3 out of 4 sections (at least). If students miss more than 1 section, they will not obtain the credits and they will become  “not-attending” students.

    • Final evaluation: pass/fail.
    NOT ATTENDING STUDENTS

    Not-attending students are evaluated through a written exam (multiple choice) entirely based on the readings indicated in the "teaching material" section. The exam is aimed at evaluating students’ ability to recognize the main elements that characterize effective collaboration and teamwork. In order to pass the exam, students have to answer correctly to half of the questions (at least). There are no penalties in case of mistake (i.e. the wrong answer counts 0).

    •  Final evaluation: pass/fail.

    Teaching materials
    ATTENDING STUDENTS

    Materials will provided by the instructor

    NOT ATTENDING STUDENTS
    • Gratton, L., & Erickson, T. J. (2007). Eight ways to build collaborative teams. Harvard Business Review, 85(11), 100.
    • Hughes, J., & Weiss, J. (2007). Want collaboration? Accept–and actively manage–conflict. Harvard Business Review.
    • Ibarra, H., & Hansen, M. T. (2011). Are you a collaborative leader. Harvard Business Review, 89(7/8), 68-74.
    • Abele, J. (2011). Bringing minds together. Harvard Business Review, 89(7-8), 86-93.
    • McDermott, R., & Archibald, D. (2010). Harnessing your staff’s informal networks. Harvard Business Review, 88(3), 82-89.
    • Hansen, M. T. (2009). When internal collaboration is bad for your company. Harvard Business Review, 87(4), 82-88.
    • Pisano, G. P., & Verganti, R. (2008). Which kind of collaboration is right for you. Harvard Business Review, 86(12), 78-86.
    Last change 07/12/2023 09:54